Child Reader and Literary Work: Children's Literature Merges Two Perspectives

1989 ◽  
Vol 14 (3) ◽  
pp. 123-128 ◽  
Author(s):  
Barbara A. Lehman
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Work ◽  
Child Reader

scholarly journals Ruch jako kategoria dziecięcego odbioru literatury

2019 ◽  
pp. 19-26
Author(s):  
Alicja Ungeheuer‑Gołąb
Keyword(s):  
Children's Literature ◽  
Reader Response ◽  
Developmental Psychology ◽  
Children’S Literature ◽  
Literary Work ◽  
Child Reader ◽  
Literary Reception

The text raises the question of movement as a crucial category in the process of a child’s literary reception. The article reflects on the kinetic aspects of a text and a reader as well as on the perspective of a child’s subjective reception as dependent on personal predispositions of a child‑recipient. The author is interested in the intersections of the components of a literary work and the capabilities of a child‑recipient, that is, in the phenomenon called “reader response.” Referring to achievements of developmental psychology, the researcher introduces the figure of a child reader. Next, on the example of Jan Brzechwa’s poem “Stonoga,” she presents its mobility in language, pointing to the existence of “dynamic images,” created in a recipient’s imagination. In this way, she indicates the kinesthetic value of children’s literature.

“Who Are You?”: Modernism, Childhood, and Historical Consciousness in Faulkner’s The Wishing Tree

2017 ◽  
pp. 122-134
Author(s):  
Hannah Godwin
Keyword(s):  
Twentieth Century ◽  
Children's Literature ◽  
Children’S Literature ◽  
Historical Consciousness ◽  
Creative Potential ◽  
Young Readers ◽  
Child Reader

This chapter considers an “uneasy yet potentially fruitful confluence” between modernist writing and children's literature in the only Faulkner tale penned specifically for children. Drawing on “the Romantic reverence for the child as transcendent and inspirational,” a reverence qualified to some degree by twentieth-century psychoanalysis and its suspicion of childhood innocence, modernist artists portrayed the child as “a vessel of consciousness” and “instinctual, intense perceptions,” and thus a source of “defamiliarizing perspectives” that fostered artistic experimentation. In The Wishing Tree, writing for young readers may have helped Faulkner awaken his creative potential. The Wishing Tree's rich mix of fantasy and history “works to imbue the child reader with a sense of historical consciousness” while recognizing her as the bearer “of a more hopeful future”.

Faulkner Upside Down: On The Wishing Tree – the Writer’s Only Children’s Story

Tekstualia ◽  
2016 ◽  
Vol 1 (44) ◽  
pp. 111-122
Author(s):  
Maciej Skowera
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Work ◽  
Bakhtinian Theory

The paper discusses selected aspects of The Wishing Tree, William Faulkner’s only published children’s story. It presents the circumstances of publication and the subsequent reception this literary work. Then it examines the key themes and the plot of The Wishing Tree in the light of the Bakhtinian theory of carnavalization as it applies to children’s literature. The Wishing Tree displays the quality of carnivalesque oddity; it is ridiculous, unserious, and facetious in comparison with Faulkner’s works for adults.

scholarly journals "You Know Very Well You're Not Real": Victorian Children's Fantasy Literature and the  Problem of Writing the Child

2021 ◽  
Author(s):  
◽  
Beatrice Turner
Keyword(s):  
Children's Literature ◽  
Literary Criticism ◽  
Children’S Literature ◽  
Cultural Construction ◽  
Fantasy Literature ◽  
The Real ◽  
The North ◽  
Innocent Child ◽  
Return Journey ◽  
Child Reader

<p>This thesis examines eight "Golden Age"children's fantasy narratives and uncovers their engagement with the "impossibility" of writing the child. Only recently has children's literature criticism recognised that the child in the text and the implied child reader cannot stand in for the "real" child reader. This is an issue which other literary criticism has been at pains to acknowledge, but which children's literature critics have neglected. I have based my reading on critics such as Karin Lesnik-Oberstein, Jacqueline Rose and Perry Nodelman, all of whom are concerned to expose the term "child" as an adult cultural construction, one which becomes problematic when it is made to stand in for real children. I read the child in the text as an entity which contains and is tainted by the trace of the adult who writes it; it is therefore impossible for a pure, innocent child to exist in language, the province of the adult. Using Derrida's conception of the trace and his famous statement that "there is nothing outside of the text," I demonstrate that the idea of the innocent child, which was central to Rousseau's Emile and the Romantic Child which is supposed to have been authored by Wordsworth and inherited wholesale by his Victorian audience, is possible only as a theory beyond language. The Victorian texts I read, which include Lewis Carroll's Alice texts, George MacDonald's At the Back of the North Wind and the Princess texts, Kingsley's The Water Babies and Mrs. Molesworth's The Cuckoo Clock and The Tapestry Room, all explore different ways in which the child might be successfully articulated: in language, in death, and through the return journey into fantasy. While all the texts attempt to reach the child, all ultimately foreground the failure of this enterprise. When a language is created which is child-authored, it fails as communication and meaning breaks down; when the adult ceases to write the narrative, the child within it ceases to exist.</p>

scholarly journals "You Know Very Well You're Not Real": Victorian Children's Fantasy Literature and the  Problem of Writing the Child

2021 ◽  
Author(s):  
◽  
Beatrice Turner
Keyword(s):  
Children's Literature ◽  
Literary Criticism ◽  
Children’S Literature ◽  
Cultural Construction ◽  
Fantasy Literature ◽  
The Real ◽  
The North ◽  
Innocent Child ◽  
Return Journey ◽  
Child Reader

<p>This thesis examines eight "Golden Age"children's fantasy narratives and uncovers their engagement with the "impossibility" of writing the child. Only recently has children's literature criticism recognised that the child in the text and the implied child reader cannot stand in for the "real" child reader. This is an issue which other literary criticism has been at pains to acknowledge, but which children's literature critics have neglected. I have based my reading on critics such as Karin Lesnik-Oberstein, Jacqueline Rose and Perry Nodelman, all of whom are concerned to expose the term "child" as an adult cultural construction, one which becomes problematic when it is made to stand in for real children. I read the child in the text as an entity which contains and is tainted by the trace of the adult who writes it; it is therefore impossible for a pure, innocent child to exist in language, the province of the adult. Using Derrida's conception of the trace and his famous statement that "there is nothing outside of the text," I demonstrate that the idea of the innocent child, which was central to Rousseau's Emile and the Romantic Child which is supposed to have been authored by Wordsworth and inherited wholesale by his Victorian audience, is possible only as a theory beyond language. The Victorian texts I read, which include Lewis Carroll's Alice texts, George MacDonald's At the Back of the North Wind and the Princess texts, Kingsley's The Water Babies and Mrs. Molesworth's The Cuckoo Clock and The Tapestry Room, all explore different ways in which the child might be successfully articulated: in language, in death, and through the return journey into fantasy. While all the texts attempt to reach the child, all ultimately foreground the failure of this enterprise. When a language is created which is child-authored, it fails as communication and meaning breaks down; when the adult ceases to write the narrative, the child within it ceases to exist.</p>

scholarly journals INTELEKTUAL ARENA PADA KKPK NEW BESTIES KARYA ORYZA SATIVA APRIYANI

2017 ◽  
Vol 2 (1) ◽  
pp. 90
Author(s):  
Rizky Dian Merpati
Keyword(s):  
Oryza Sativa ◽  
Children's Literature ◽  
Children’S Literature ◽  
Literary Work ◽  
Descriptive Study ◽  
The Novel ◽  
Sociological Approach ◽  
Developmental Age ◽  
Qualitative Descriptive ◽  
At Home

Children's literature can be said that a literary work isinnya appropriate language and developmental age and the child's life, both written by authors who are already adults, adolescents or children themselves. The literary work is not only in the form of poetry and prose, but also the form of drama. This study examines the intellectual arena in the novel "New Besties work Oryza Sativa Apriyani". Data obtained by the intellectual arena in school and at home experienced by Dhilla figures. This study uses a sociological approach. This type of research is qualitative descriptive study. The technique used to collect data that is read engineering and technical notes.

scholarly journals A literatura infantil na alfabetização: a formação da criança leitora

Perspectiva ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 77
Author(s):  
Lilane Maria De Moura Chagas ◽  
Chirley Domingues
Keyword(s):  
Children's Literature ◽  
School Library ◽  
Children’S Literature ◽  
Reading Practices ◽  
National Program ◽  
De Se ◽  
Literacy Process ◽  
National Pact ◽  
Child Reader ◽  
Educación Primaria

<p>http://dx.doi.org/10.5007/2175-795X.2015v33n1p77</p><p>O presente texto aborda algumas formas de se pensar a literatura infantil no ciclo de alfabetização do Ensino Fundamental. Tem-se, ainda, a pretensão de apresentar algumas possíveis formas de aproximação da literatura nesse nível de ensino. Acredita-se que, ao integrar ativamente a literatura infantil no processo da alfabetização (conhecimentos da oralidade e da escrita, das diversas formas verbais e não verbais de se compreender e descobrir o mundo) e na aquisição e ampliação da linguagem, estaremos contribuindo para a formação literária das crianças. Assim, em um primeiro momento, e sem esgotar o tema, desenvolvem-se algumas questões teóricas em relação à literatura Infantil, à leitura e à criança. No segundo momento, são tecida algumas reflexões sobre as práticas de leitura que as crianças do ciclo de alfabetização estão vivenciando a partir do contato com o Acervo Complementar do Programa Nacional do Livro Didático (PNLD) e do Programa Nacional de Bibliotecas Escolares (PNBE) incluídos no material distribuído pelo Programa Nacional de Alfabetização na Idade Certa (PNAIC) no Brasil. Ressalta-se uma antiga e permanente preocupação quando se trata da relação literatura e educação no que diz respeito a como tem sido trabalhada a literatura produzida para as crianças. Dessa forma, que implicações têm a literatura inserida nos programas de formação de professor? Finaliza-se o texto dando destaque para os programas de incentivo à leitura como uma contribuição significativa para a formação da criança leitora.</p><p> </p><p><strong>Children’s literature in literacy: the formation of the child reader</strong></p><p> <strong>Abstract</strong></p><p>The present text discusses some ways of thinking children’s literature during the fundamental education literacy cycle. It also aims to introduce some forms to approach literature at this educational level. We believe that by integrating children’s literature in both the literacy process (knowledge of orality and writing, of the several verbal and non-verbal forms of understanding and discovering the world) and the acquisition and expansion of language, we are contributing for the children’s literary formation. So, firstly, but not exhaustively, we will develop here some theoretical questions regarding children’s literature, reading and childhood. Our second aim is to reflect on reading practices the children are experiencing in the literacy cycle from their contact with the Complementary Collection of the Didactic Book National Program (Acervo Complementar do Programa Nacional do Livro Didático – PNLD) and the School Library National Program (Programa Nacional de Bibliotecas Escolares – PNBE), included in the handouts distributed by the National Pact for Literacy at the Correct Age (Programa Nacional de Alfabetização na Idade Certa – PNAIC) in Brazil. We emphasize here an old and permanent concern regarding literature and education when it approaches on how the literature produced for children has been handled. What are the implications that literature has on the teacher´s tranining  programs? We conclude by highlighting the programs that motivate children to read as a significant contribution to form the child reader.</p><p><strong>Keywords:</strong> Children Literature. Reader training. Literacy cycle.</p><p> </p><p><strong>La literatura infantil en la alfabetización: la formación de los niños lectores </strong></p><p> <strong>Resumen</strong></p><p>El presente texto aborda algunas formas de pensar la literatura infantil en los primeros años de la educación primaria. Interesa presentar, en este texto, algunas formas posibles de aproximación a la literatura en este nivel de la enseñanza. Creemos que al integrar activamente la literatura infantil en el proceso de alfabetización (conocimiento de la oralidad y de la escrita, de las diversas formas verbales y no verbales de comprender y descubrir el mundo) y en la adquisición y ampliación del lenguaje, estaremos contribuyendo para la formación literaria de los niños y niñas. Así, en un primer momento, y sin agotar el tema, desarrollamos algunas cuestiones teóricas en relación al tema: literatura infantil, lectura y los niños. En un segundo momento, realizamos algunas reflexiones sobre las prácticas de lectura que los niños y niñas del ciclo de alfabetización (primeros años de la educación primaria) están vivenciando a partir del contacto con el Acervo Complementar do Programa Nacional do Libro Didáctico (PNLD) e con el Programa Nacional de Bibliotecas Escolares (PNBE) que están incluidos en el material distribuida por el Programa Nacional de Alfabetización en la Edad Cierta (PNAIC) en Brasil. Resaltamos una antigua y permanente preocupación cuando se trata de la relación de la literatura y educación en relación como ha sido trabajada la literatura producida para los niños. ¿De esta forma, que implicaciones tiene la literatura dentro de los programas de formación de docentes? Finalizamos el texto otorgando destaque para los programas de incentivo a la lectura  como una contribución significativa para la formación de los niños lectores</p><p><strong>Palabras claves:</strong> Literatura infantil. Formación del lector. Ciclo de Alfabetización.</p>

scholarly journals EDUCATIONAL VALUES IN CHILDREN LITETARY WORKS BY MURTI BUNANTA

2017 ◽  
Vol 2 (3) ◽  
pp. 203-212
Author(s):  
Roy Raja Sukmanta Meliala ◽  
Sahid Teguh Widodo ◽  
Slamet Subiyantoro
Keyword(s):  
Children's Literature ◽  
Character Education ◽  
Children’S Literature ◽  
Literary Work ◽  
Hard Work ◽  
Religious Values ◽  
Educational Values ◽  
Dominant Character ◽  
The Subject ◽  
Descriptive Qualitative

 This study aims to see the value of any character education found in children's literature entitled “The Youngest Frog”, “Si Molek”, “Masarasenani and Sun”, and “Tiny Boy” by Murti Bunanta. Children's literature is a literary work written by adults and intended for children. This study used descriptive qualitative intends to understand the phenomenon of what is experienced by the subject of research. This study revealed that the use of dominant character education values can be seen in the value of love peace, hard work, communicative, creative, and curiosity with the amount of data 4 or 13 percentage. Values of character education are manifested in the democratic and religious values.  

scholarly journals Transparency and mirroring of literary translations of fairy tales by the English writers

Litera ◽  
2021 ◽  
pp. 1-8
Author(s):  
Anastasiia Valerievna Shmakova
Keyword(s):  
Children's Literature ◽  
Fairy Tales ◽  
Children’S Literature ◽  
Russian Language ◽  
Literary Translation ◽  
Modern Theory ◽  
Alice In Wonderland ◽  
Emotional Component ◽  
Child Reader

The subject of this research is the English-Russian translation of fairy tales from the perspective of transparency and mirroring. The goal of this research is to determine the strategy for literary translation of the Englis fairy tales. Linguostylistic and comparative analysis is conducted on B. Zakhoder's translations of such fairy tales as &ldquo;Alice in Wonderland&rdquo; by L. Carroll, &ldquo;Winnie the Pooh and All, All, All&rdquo; by A. Milne, and &ldquo;Mary Poppins&rdquo; by P. Travers. The modern theory of translation largely focuses on the various aspects of equivalence and adequacy of the original and translated texts; describes the requirements for the quality of translation, including literary translation. Russian and foreign researchers show heightened attention to the concepts of transparency and mirroring in translation, namely literary translation of children's literature substantiated by the specificity of the target audience. The scientific novelty consists in application of the modern postulates of the theory of translation to children's literature, which broadens knowledge in this scientific field. The main conclusion lies in following the theory of translation transparency for the child reader in translation of children's literature. As a result of the analysis of B. Zakhader&rsquo;s translations of fairy tales by L. Carroll, A. Milne, and P. Travers into the Russian language, it is noted that they reflect the general patterns of translation children's fiction, take into account psychological characteristics of the audience, text is adapted to be comprehensible for children, considerable attention is given to the emotional component, expressiveness, and humor. Although B. Zakhoder&rsquo;s translations are not the full interpretation, he follows the theory of transparency. Imaginative interpretation of the text demonstrates the specificity of translator&rsquo;s individual style.

THE SYSTEM OF IMAGES IN THE STORY OF M. S. SULIMANOV «THE BLACK CAVE»

2021 ◽  
pp. 68-72
Author(s):  
Aygul Muratovna Bekeeva
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Work ◽  
Image System ◽  
Work Of Art

The article considers the system of images in the story «The Black Cave» by the Avar writer Magomed Sulimanov based on the means of a literary work. The concepts of «children's literature», «image», «system of images» in a work of art are interpreted theoretically. The article examines the artistic world of the story with an emphasis on the analysis of images and their interpretation.

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